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In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivational training programs have been based on this model. Moreover, all SDT-training programs have been implemented through different group sessions, but individual sessions have not been delivered. This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance motivating teaching styles (and prevent or decrease demotivating teaching styles) among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students. A randomised controlled trial design with a mixed-method approach. At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with some of their students. The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group session). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over approximately five months, teachers will implement these motivational strategies during their PE classes. Different (de)motivating teaching styles, motivational variables, and (mal)adaptive outcomes will be assessed in both PE teachers and their students at three distinct points: before the training program (T1), during the intervention (T2), and at the end of the intervention (T3). Additionally, two discussion groups involving all experimental PE teachers will be held (one following the training program and another at the end of the intervention). The results from this study could be useful for developing motivational training programs for in-service PE teachers.Clinical trial registration: ClinicalTrials.gov, identifier [NTC06479369].

Recientemente, se ha propuesto en el contexto educativo un modelo más integrador y detallado denominado enfoque circumplejo, que clasifica el estilo pedagógico (des)motivador en ocho enfoques (des)motivadores en función del grado de atención/frustración de las necesidades y de directividad. Sin embargo, hasta la fecha escasean los datos fácticos sobre el modo en que cada uno de los enfoques pedagógicos (des)motivadores puede estar relacionado con diferentes resultados (in)adaptados en el contexto de la EF. Sobre la base de este modelo circumplejo, el presente estudio pretende examinar las diferencias en el número de horas de EF deseadas por los alumnos en función de la percepción que estos tienen de los enfoques pedagógicos (des)motivadores. Una muestra intencional de 669 alumnos de secundaria (Medad= 14.65; DT = 1.47; 52 % chicas), con edades comprendidas entre los 12 y los 17 años, participó en este estudio transversal.Los resultados demuestran que los alumnos que desearían tener más y las mismas horas de EF que las habituales declararon percibir valores significativamente más altos en los enfoques participativo, sintonizador, orientador, aclarador y exigente de sus profesores de EF que los que deseaban menos horas de EF que las habituales. Además, los alumnos que afirmaron desear menos horas de EF de lo habitual percibían valores significativamente más altos del enfoque de abandono por parte de sus profesores de EF en comparación con los alumnos que deseaban una cantidad mayor o igual de horas de EF. Los resultados resaltaron la importancia de que los profesores de EF diseñen enfoques de refuerzo de la autonomía y estructuradores (participativos, sintonizadores, orientadores y aclaradores) y eviten los enfoques caóticos (enfoque de abandono) para fomentar los resultados afectivos de los alumnos adaptados.

Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers' autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students' perceptions of physical education (PE) teachers' motivating and demotivating styles and the eight different approaches, respectively, regarding students' socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12-17 years (mean age (M[subscript age]) = 14.65; standard deviation (SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle.